Academic Attributions and Coping with Tests

In the first of two studies, a factor analysis (N = 272 college students) of the academic attribution scale of the Multidimensional-Multiattributional Causality Scale produced a six-factor solution. Success and failure situations each produced three attributional factors: ability, effort, and external. All six factors had acceptable levels of reliability; alphas ranged from .63 to .78. In the second study, the relationship between attributional style, as measured by the factors determined in Study 1, and students' reactions to and coping with a classroom test was examined. Subjects (N = 211) completed the Ways of Coping Checklist and an Appraisal/Emotions scale 2 days before a midterm examination. Test-taking self-efficacy was also examined. Results indicated that the attributions subjects typically made about academic successes and failures were moderately related to test-taking self-efficacy and three of the coping scales. Test-taking self-efficacy was related to five of the six attributional scales. Multiple regression analyses revealed that attributing failures to external factors was related to greater use of distancing and less use of problem-focused coping. External attributions for successes were related to greater use of wishful thinking.